Occupational Outcomes for Bachelor of Science Graduates in Australia and Implications for Undergraduate Science Curricula

Palmer, Stuart; Campbell, Malcolm; Johnson, Elizabeth; West, Jan M.

doi:10.1007/s11165-016-9595-x

Cited by 23 publications

(9 citation statements)

References 16 publications

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“…A recent study showed that only 51% of the science graduates looking for full-time work had found it four months after completing their degree (Norton, 2016) and science graduates have poorer full-time employment outcomes immediately upon graduation compared with vocationally trained disciplines (Qualities Indicators for Learning and Teaching (QILT), 2018). In addition, science graduates are destined to work in a wide range of occupations; only 20% of BSc graduates in Australia will be working in traditional science jobs (Palmer, Campbell, Johnson, & West, 2017). Furthermore, the future of all types of work is uncertain.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, we need to prepare our students for the contemporary workforce. It is therefore necessary to ensure balance between discipline knowledge and addressing the broader knowledge and skills our students will need for their future work (Palmer et al, 2017). The popular concept of the 'T shaped' person (Johnston, 1978) is now outdated and having one in-depth disciplinary skill is no longer sufficient.…”

Section: Introductionmentioning

confidence: 99%

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Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs

Hart

2019

JTLGE

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Project-based learning units are often used for large scale work integrated learning (WIL) experiences in Liberal Studies Degrees as they offer scalability and sustainability of delivery to large cohorts. This systematic search and review evaluates the effectiveness of interdisciplinary project-based learning in Science Degree programs for developing discipline knowledge and employability skills. Education literature databases were searched for peer-reviewed journal articles that discussed undergraduate science-based degree programs with project-based learning units involving students from multiple disciplines. Data were analysed for evidence of a skill gain in 6 areas (Discipline knowledge, Communication, Teamwork, Interdisciplinary effectiveness, Critical thinking and problem solving, and Self-management). Projects were assigned to categories based on interdisciplinary breadth and depth. Data was analysed by cross-tabulations, Fisher’s Exact test and by calculating odds ratios (OR), which indicate the effect size. Perception of a skill gain was significantly more likely to be reported than an objectively measured skill gain (p<0.001). Real discipline skill gains were 6.6 times more likely in projects narrow in discipline mix (OR 6.6), however perceived discipline skill gains were high irrespective of project type. Projects with wide interdisciplinarity were significantly associated with perceived gains in interdisciplinary effectiveness (OR 32, p<0.05) and more likely to have perceived gains in communication (OR 2.5) and teamwork (OR 3.4) skills. When projects have greater interdisciplinary breadth or depth, perceived student employability skill gains increase, perceived discipline skill gains are unaffected, however actual discipline skill gains are less reported. Further research and evidence that project-based learning is meeting the desired WIL learning objectives of the curriculum is needed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs

Hart

2019

JTLGE

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“…With the fast rate of change in STEMrelated industries, many of the technical skills learned at university become obsolete, or are less important than the ability to learn and adapt to change (Deloitte, 2014;Innovation and Science Australia, 2016). Furthermore, science graduates attain diverse careers beyond science, research and technology, and in many of these, technical skills are not important at all (Harris, 2012;Palmer, Campbell, Johnson, & West, 2017). That is not to say that disciplinespecific skills and understanding are not important, especially for students seeking technical positions.…”

Section: Discussionmentioning

confidence: 99%

Science students’ conceptions of factors that will differentiate them in the graduate employment market

Jorre

Elliott

Johnson

et al. 2019

JTLGE

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To gain employment and a fulfilling career, students need to understand the skills and knowledge that are important and how to articulate and evidence their employability. Here we report on research investigating science students’ priorities related to immediate employment vs. long-term employability and the factors that students perceive as important to these. We interviewed 138 science students from four Australian universities and found that they were most focused on immediate employment. Students were keen to participate in opportunities to ‘value add’ to their degree, especially those that might help them to gain relevant work experience and professional networks. However, students’ understanding of the relative importance of experiences and skills that would enhance their employability was variable, as was their understanding of the career pathways that they might pursue. Our analysis highlights the importance of explicitly designing curriculum to help students understand the career opportunities available; the skills and abilities needed for diverse careers; and the experiences through which they might develop and evidence these. Furthermore, to engage students, we need to help them to address their greatest and most immediate concerns about gaining employment at graduation, while also setting them up for successful and fulfilling careers.

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“…Likewise, some moved into education and training or research areas after additional training. The transferable knowledge and skills from their agricultural training and broadness of the agricultural discipline, compared to fields such as accounting, were likely to be paramount in their flexibility in further career choice (Palmer et al 2018). 2.4.…”

Section: Graduate Employmentmentioning

confidence: 99%

A Decade of Agriculture Graduates’ Employability and Career Pathways

Wilkes¹,

Burns²

2019

IJISME

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There is increasing pressure on universities to produce employable graduates. Currently, the University of New England (UNE) has a suite of undergraduate agriculture courses. The project used an evidence based approach which evaluated graduate’s employability based on their choice of course and the relevance of Australian Threshold Learning Outcomes (TLOs) for Agriculture, which underpin UNE’s agriculture courses. The past decade of UNE agriculture graduates (2005-2016) were invited to participate in an online survey. Of the respondents, 95-100% agreed each TLO was relevant to their current employment. The initial industries that graduates were employed in after graduation were agronomy, agribusiness and animal sciences. Of all graduates who are currently employed in industry, three quarters had changed employers, with two thirds moving to another agricultural industry since commencing work. Over half of the respondents had engaged in additional study from short courses to PhDs, with about 20% studying to become vocational, primary or secondary teachers. For many graduates on-campus residential college life was important for developing positive connections in learning, social activities and employment networks which persisted post-graduation. Survey results were used to inform the development of an online career pathway resource for prospective and current students, and information from the TLO survey has been fed back into unit and course reviews.

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Occupational Outcomes for Bachelor of Science Graduates in Australia and Implications for Undergraduate Science Curricula

Cited by 23 publications

References 16 publications

Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs

Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs

Science students’ conceptions of factors that will differentiate them in the graduate employment market

A Decade of Agriculture Graduates’ Employability and Career Pathways

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